SEND reform 2026: what schools and SENCOs should prepare

The 2026 SEND reform programme proposes new statutory duties and support structures for schools in England. Individual Support Plans and National Inclusion Standards are not current statutory requirements. The proposed statutory Inclusion Strategy duty is also not yet law.

There is, however, a current 2026 to 2027 grant requirement. Mainstream state-funded schools receiving the Inclusive Mainstream Fund must publish an Inclusion Strategy statement by 31 December 2026. That is a condition of grant, separate from the proposed future statutory duty.

Schools must continue to follow today's SEND process while preparing for reform. Existing EHC plan duties, consultation windows, the SEN Information Report duty and the current SEND Code of Practice remain in force.

This article reflects the proposals on 20 August 2026. It is general information, not legal advice.

The main proposed changes for schools

The consultation describes several linked changes:

• an Individual Support Plan for every child and young person with SEND
• a school Inclusion Strategy that would replace the SEN Information Report duty
• National Inclusion Standards and a digital library of identification and provision resources
• new support layers described as Universal, Targeted, Targeted Plus and Specialist
• national SEND training and greater access to specialist advice
• future Specialist Provision Packages linked to EHCP entitlement

The government proposes legislation through a future Education for All Bill. Until Parliament approves legislation and commencement dates, these remain policy proposals.

Individual Support Plans

The proposed ISP would be a digital record created with parents and used for every pupil with SEND, including pupils with an EHCP. It would record the child's needs, support and intended outcomes.

Schools do not need to wait for the final ISP format to improve their records. A usable record already needs:

• clear needs and strengths
• agreed outcomes
• adjustments and interventions
• who is responsible
• dates for delivery and review
• parent and pupil views
• evidence of impact

That is ordinary Assess, Plan, Do, Review practice. Avoid building a bespoke ISP platform before the national specification exists.

Two different Inclusion Strategy requirements

The reform consultation proposes an annual Inclusion Strategy that would become a statutory SEND duty and replace the current SEN Information Report. That change still needs legislation and a commencement date.

Separately, the Inclusive Mainstream Fund conditions already require each funded mainstream school to publish an Inclusion Strategy statement for the 2026 to 2027 academic year by 31 December 2026 and update it annually. DfE has published guidance and a template. The statement must cover the funded activity, budgeted costs and intended work to reduce barriers to learning and participation.

Relevant schools therefore need both documents for now: a current SEN Information Report under today's SEND framework and the grant-funded Inclusion Strategy statement. The grant conditions also say these strategies will be available to Ofsted inspectors.

Standards, funding and specialist support

National Inclusion Standards are intended to describe evidence-based identification and provision. The government proposes a digital library and further research before the standards are final.

The programme also includes investment in training and specialist support. Schools should check their Inclusive Mainstream Fund allocation and spending against the current DfE conditions rather than secondary summaries or estimated amounts.

A funding announcement does not change the school's present best-endeavours duty or the local authority's duty to secure provision in an EHC plan.

What changes for the SENCO role?

The consultation asks how the SENCO role should evolve. Its direction is more strategic leadership and SEND expertise distributed across staff.

The practical risk is adding a new administrative layer without removing old work. Schools can reduce that risk by keeping one reliable record for:

• SEN support and APDR cycles
• provision and delivery evidence
• EHC plan reviews and consultation dates
• parent and pupil participation
• staff training and specialist advice

The record should support practice. It should not become a second system completed only for inspection or reporting.

What remains unchanged now?

A school consulted about being named in an EHC plan should still respond within the current 15-day Code expectation. It should still read Sections B, F and K together, consider reasonable steps and submit an evidence-led response.

The school's current duties also include using best endeavours for pupils with SEN, operating the graduated approach and cooperating with EHC plan reviews.

Use the existing school consultation guide and evidence checklist. Do not cite reform proposals as a reason to delay current provision.

A proportionate preparation list

Between now and detailed legislation, schools can:

1. Check that the SEN register and support records are current.
2. Make APDR cycles easy to trace from assessment to review.
3. Link provision to needs and outcomes.
4. Keep the SEN Information Report and accessibility plan current.
5. If the Inclusive Mainstream Fund applies, prepare and publish the required Inclusion Strategy statement by 31 December 2026.
6. Review data protection before adopting another digital tool.
7. Assign one owner for reform monitoring rather than asking every team to interpret announcements.

Unisen keeps consultations, evidence and response work in one shared school workflow without treating proposed duties as finished requirements.

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